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'From Struggles to Triumphs': Understanding Teacher Self-Efficacy at the Chalkface

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Title: 'From Struggles to Triumphs': Understanding Teacher Self-Efficacy at the Chalkface
Language: English
Authors: Seth Yeboah Ntim (ORCID 0000-0002-7553-6905), Collins Opoku Antwi, Michael Osei Aboagye, Peter Adjei Darko, Elijah Takyi Mensah (ORCID 0000-0002-2291-3447), Xinyu Li
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Descriptors: Teacher Effectiveness, Self Efficacy, Humanization, Self Esteem, Teaching Styles, Collegiality, Early Childhood Teachers, Elementary School Teachers
DOI: 10.1111/ejed.70613
ISSN: 0141-8211
1465-3435
Abstract: Treating teachers as mere tools or instruments, denying them of their humanity for the school's goals, causes them to teach in dehumanizing times. Recent research indicates that organizational dehumanization may have a significant impact on an individual's self-efficacy and work behaviour. However, the causal relationship between organizational dehumanization and self-esteem, self-efficacy, and demotivating teaching style remains unclear in this literature. Utilizing job demand-resources theory, we examine the mediating role of self-esteem and the moderating role of perceived coworker support in organizational dehumanization and teacher self-efficacy and demotivating teaching style relationships. Data were collected from early childhood (N = 307) and primary (N = 664) teachers for study 1 (an experimental study) and study 2 (a three-wave study), respectively. Overall, the combined results of experimental and three-wave studies provide strong evidence that experiencing dehumanizing treatment from the school leads teachers to internalize negative self-evaluation, leading to low self-esteem, which subsequently reduces teacher self-efficacy but increases demotivating teaching style adoption. And this detrimental effect is less critical among teachers with high perceived coworker support. This study sheds light on dehumanization in the school setting by suggesting practical implications to reduce dehumanizing practices and highlighting the importance of perceived coworker support among teachers in classroom practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507065
Database: ERIC
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  Data: 'From Struggles to Triumphs': Understanding Teacher Self-Efficacy at the Chalkface
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  Data: <searchLink fieldCode="AR" term="%22Seth+Yeboah+Ntim%22">Seth Yeboah Ntim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7553-6905">0000-0002-7553-6905</externalLink>)<br /><searchLink fieldCode="AR" term="%22Collins+Opoku+Antwi%22">Collins Opoku Antwi</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Osei+Aboagye%22">Michael Osei Aboagye</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+Adjei+Darko%22">Peter Adjei Darko</searchLink><br /><searchLink fieldCode="AR" term="%22Elijah+Takyi+Mensah%22">Elijah Takyi Mensah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2291-3447">0000-0002-2291-3447</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xinyu+Li%22">Xinyu Li</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 16
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Humanization%22">Humanization</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink>
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  Data: 10.1111/ejed.70613
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  Data: 0141-8211<br />1465-3435
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  Data: Treating teachers as mere tools or instruments, denying them of their humanity for the school's goals, causes them to teach in dehumanizing times. Recent research indicates that organizational dehumanization may have a significant impact on an individual's self-efficacy and work behaviour. However, the causal relationship between organizational dehumanization and self-esteem, self-efficacy, and demotivating teaching style remains unclear in this literature. Utilizing job demand-resources theory, we examine the mediating role of self-esteem and the moderating role of perceived coworker support in organizational dehumanization and teacher self-efficacy and demotivating teaching style relationships. Data were collected from early childhood (N = 307) and primary (N = 664) teachers for study 1 (an experimental study) and study 2 (a three-wave study), respectively. Overall, the combined results of experimental and three-wave studies provide strong evidence that experiencing dehumanizing treatment from the school leads teachers to internalize negative self-evaluation, leading to low self-esteem, which subsequently reduces teacher self-efficacy but increases demotivating teaching style adoption. And this detrimental effect is less critical among teachers with high perceived coworker support. This study sheds light on dehumanization in the school setting by suggesting practical implications to reduce dehumanizing practices and highlighting the importance of perceived coworker support among teachers in classroom practices.
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